The document discusses several studies on factors that influence student achievement and performance in mathematics. It describes research finding that teacher classroom management skills, teaching strategies, use of instructional materials, and student motivation and interest are important factors. Additionally, it discusses how teacher experience and competencies, as well as environmental school factors can impact student learning outcomes.

1. Bustos and Espiritu, as cited by Calderon and Checa (2007), explained that a
teacher is charged with the way he manage learning inside the classroom. The basis of his
classroom management is the theory of the knowledge about the learner and their
involvement in the learning process. This theory should be his basis in the decision
making like analyzing and understanding the important roles of teachers in the classroom,
and these are: teachers serve as the classroom manage, facilitator of the students’
achievement and evaluation of students learning. This role of the teacher must be
observed in every corner of the classroom. There are times that teacher also serve as the
second parents of their students because the behavior and attitude that they display in and
out the room are seen by the students.
MacAfee and Leong, as cited by Checa (2007), wrote that there are many factors
that are responsible for the achievement of the students. These are include the public,
parent, funding groups, governing boards, hole schools, and most of all the teachers.
Teachers are expected to explain what they are doing and the results. If the school
environment is conducive for students learning, then the maximum learning can be
achieved.
Fraenkel, as cited by Gordula (2004), stated that teaching strategies represent
combination of certain specific procedures or operations, grouped and order in a definite
sequences, that teachers can use in the classroom to implement both cognitive and
affective objectives. If the teacher uses the best practices in teaching mathematics, then
he can create a positive interaction between them.
Pressly, as cited by Bagayana (2006), describes how students’ interests and
motivation can be fostered through the teaching strategy used. He explains that when
students have a repertoire of strategies with which to work, they are empowered with the
“the will and the skill” to successfully problem-solve.
Valenzuela, as cited by Bagayana (2006), studied the correlates of achievement in
Mathematics. One of the construct she looked at was the interest in Mathematics. She
found out that the students have high level of interest in Mathematics. The research’s
results conclude that the students like Mathematics. Majority of the students find the
subject interesting and useful. No significant relationship was found between the interest
of the students in Mathematics and achievement in the subject.
Grows and Cebulla (2000), state that teaching mathematics with focus on number
sense encourages students to become a problem-solver in a wide variety of situation to
view mathematics as a discipline is important.
Salandanan (2005), the teacher is an integral part of an instructional activity. Her
skills employing a variety of teaching methodologies in paramount if every classroom
encounter is to result in creating beneficial interaction of positive response.
The study of Curioso as cited by Villamor (2008), investigated the correlation of
academic performance of Freshmen College Students of University of Baguio. The study

2. found out that the students’ factors, teachers’ factors and environment factors were highly
associated with the academic performance of the students.
The study of Villamor (2008), found out that there is a significant functional
relationship between gender, interest toward mathematics, teaching competencies,
teaching strategies and techniques and library setting that there is no significant
functional relationship between classroom setting and the students’ performance in
mathematics.
The study of Digals, as cited by Sarmiento (2002), sought to assess the
instructional competencies of master teachers, associated with their performance and
selected personal variables. He found out that master teacher respondents possess very
satisfactorily in knowledge of the subject matter and lesson planning , proficiency in
language, effective use of teaching strategies, instructional aids and materials, evaluation
techniques, classroom management and discipline, and age, educational attainment,
length of service and performance rating of master teachers are determining factors of the
level of their instructional competencies. Older master teachers and those with higher
educational attainment, longer years of service and higher performance rating tend to be
more instructionally competent.
Tolentino (2002), as cited by Almario (2004), emphasized the importance and
effectiveness of instructional materials in the teaching process. In view of the findings
and conclusion drawn, she recommends the following: 1) the proposed instructional
materials will serve as an effective vehicle in the teaching and learning, 2) the researcher
proposes the adoption of the instructional materials will further enhance the learning
skills in terms of concepts application of the different concept and principles in the study
of the subjects.